Write a brief introductory paragraph. Be sure to include where you are from, your major field(s) of study, as well as your out-of-school interests (including passions, hobbies and sports). I am from a small beach side community called Narragansett in Rhode Island. I have a double major in Biology and Secondary Education, and hope to soon have a minor in Plant Pathology. When i'm not in the classroom I often can be found wandering through the woods taking pictures of interesting fungi and plants I find and animals that happen to cross my path. I plan to move to the west coast after graduation and spend some time being a park ranger, this way I will be able to bring my love for nature and conservation into the classroom some time in the future.
Here is a link to my unit plan.
Unit plan overview -
This unit will cover the aspects of evolution. To begin I will cover the origins to give the students a sense of how it all began. From there we will visit the year 1831 and learn about Charles Darwin the father of the theory of evolution with an interactive journey following the path of the HMS Beagle. Next we will have a series of labs that cover natural selection. This includes the Stick Bird lab and the namesake of this unit “Survival of The Brainiest” a battle of wits that will pit two classes against each other in the race to survive. Then we will take a step back and step into the shoes of professional scientists to figure out exactly what evidence exists to support the theory of evolution. We will then cover the driving force behind evolution, mutation. This part of the unit will cover three class lengths. The first of which will introduce the micropipette an important tool in genetic research this will also prepare the students for the lab on the third day. The second part will be an important lecture covering the aspects of mutation and how over time it forms evolution. The third and final part of mutation will be a lab from thee Amgen Bruce Wallace biotechnology workshop. The students will be able to transmit a fluorescent gene from a sea anemone into a bacterial colony; this will give an insight into how scientists are playing with mutation to attempt to make evolution work for them. The last lesson before the unit test will be an exploratory class in which the students will theorize where we are going next on the evolutionary path. To wrap it all up we will have a unit test covering all the information learned so far.
The purpose of this unit is to introduce the theory of evolution and delve into its inner workings. Although this is a controversial topic it is important for students to understand all views of how we came to be.
Andrew Conley
Write a brief introductory paragraph. Be sure to include where you are from, your major field(s) of study, as well as your out-of-school interests (including passions, hobbies and sports).
I am from a small beach side community called Narragansett in Rhode Island. I have a double major in Biology and Secondary Education, and hope to soon have a minor in Plant Pathology. When i'm not in the classroom I often can be found wandering through the woods taking pictures of interesting fungi and plants I find and animals that happen to cross my path. I plan to move to the west coast after graduation and spend some time being a park ranger, this way I will be able to bring my love for nature and conservation into the classroom some time in the future.
Teaching Portfolio
Here is a link to my Philosophy of teaching.Here is a link to my unit plan.
Unit plan overview -
This unit will cover the aspects of evolution. To begin I will cover the origins to give the students a sense of how it all began. From there we will visit the year 1831 and learn about Charles Darwin the father of the theory of evolution with an interactive journey following the path of the HMS Beagle. Next we will have a series of labs that cover natural selection. This includes the Stick Bird lab and the namesake of this unit “Survival of The Brainiest” a battle of wits that will pit two classes against each other in the race to survive. Then we will take a step back and step into the shoes of professional scientists to figure out exactly what evidence exists to support the theory of evolution. We will then cover the driving force behind evolution, mutation. This part of the unit will cover three class lengths. The first of which will introduce the micropipette an important tool in genetic research this will also prepare the students for the lab on the third day. The second part will be an important lecture covering the aspects of mutation and how over time it forms evolution. The third and final part of mutation will be a lab from thee Amgen Bruce Wallace biotechnology workshop. The students will be able to transmit a fluorescent gene from a sea anemone into a bacterial colony; this will give an insight into how scientists are playing with mutation to attempt to make evolution work for them. The last lesson before the unit test will be an exploratory class in which the students will theorize where we are going next on the evolutionary path. To wrap it all up we will have a unit test covering all the information learned so far.
The purpose of this unit is to introduce the theory of evolution and delve into its inner workings. Although this is a controversial topic it is important for students to understand all views of how we came to be.
Student Teaching Information
A. First Student Teaching Placement
School: Narragansett High SchoolAddress: 245 South Pier Road Narragansett, RI 02882
Principal: Dan Warner
Sci Dept Head/MS Team Leader: Mrs. Sarah Krous
Office secretary(s): Mrs. Vera Koehler
Who do you call when sick or dying? Mrs. Vera Koehler
What are the phone numbers? 401-792-9400
Cooperating Teacher: Mr. Adam Reise
B. Second Student Teaching Placement
School: Broad Rock Middle SchoolAddress: 351 Broad Rock Road Wakefield, RI 02879
Principal: Sheila Sullivan
Sci Dept Head/MS Team Leader: Gayle Denelle
Office secretary(s): Nancy Coogan
Custodian(s): Richard Trahan, Dan Scherza
Who do you call when sick or dying? Jennifer DelMastro
What are the phone numbers? 401-782-6233
Cooperating Teacher: Lynne Arcand
Observations and Reflections